How prosody marks shifts in footing in classroom discourse

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

How prosody marks shifts in footing in classroom discourse. / Skidmore, David; Murakami, Kyoko.

In: International Journal of Educational Research, Vol. 49, No. 2-3, 10.1016/j.ijer.2010.09.001, 2010, p. 69-77.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Skidmore, D & Murakami, K 2010, 'How prosody marks shifts in footing in classroom discourse', International Journal of Educational Research, vol. 49, no. 2-3, 10.1016/j.ijer.2010.09.001, pp. 69-77.

APA

Skidmore, D., & Murakami, K. (2010). How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research, 49(2-3), 69-77. [10.1016/j.ijer.2010.09.001].

Vancouver

Skidmore D, Murakami K. How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research. 2010;49(2-3):69-77. 10.1016/j.ijer.2010.09.001.

Author

Skidmore, David ; Murakami, Kyoko. / How prosody marks shifts in footing in classroom discourse. In: International Journal of Educational Research. 2010 ; Vol. 49, No. 2-3. pp. 69-77.

Bibtex

@article{b02a7562f5874cbba197ae523cd57da1,
title = "How prosody marks shifts in footing in classroom discourse",
abstract = "Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman{\textquoteright}s theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation– Response–Feedback) discussion; (ii) the teacher{\textquoteright}smodelling of exploratory talk; (iii) a shiftto instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.",
keywords = "Faculty of Social Sciences, prosody, footing, dialogue, discourse, conversation analysis",
author = "David Skidmore and Kyoko Murakami",
year = "2010",
language = "English",
volume = "49",
pages = "69--77",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",
number = "2-3",

}

RIS

TY - JOUR

T1 - How prosody marks shifts in footing in classroom discourse

AU - Skidmore, David

AU - Murakami, Kyoko

PY - 2010

Y1 - 2010

N2 - Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman’s theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation– Response–Feedback) discussion; (ii) the teacher’smodelling of exploratory talk; (iii) a shiftto instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.

AB - Prosody refers to features of speech such as intonation, volume and pace. In this paper, we examine teacher–student dialogue in an English lesson at a secondary school in England, using Conversation Analysis notation to mark features of prosody. We also make connections with Goffman’s theoretical concept of footing. We show that, within an episode of teacher-led plenary discourse, prosody may be used to signal shifts in footing between different kinds of pedagogic activity. We identify: (i) teacher-led IRF (Initiation– Response–Feedback) discussion; (ii) the teacher’smodelling of exploratory talk; (iii) a shiftto instruction-giving. If teachers are able to model the enquiring tone of exploratory talk, they may in turn encourage more thoughtful contributions from students.

KW - Faculty of Social Sciences

KW - prosody

KW - footing

KW - dialogue

KW - discourse

KW - conversation analysis

M3 - Journal article

VL - 49

SP - 69

EP - 77

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

IS - 2-3

M1 - 10.1016/j.ijer.2010.09.001

ER -

ID: 147181326